其他| 1. | 王淑琴(1993)。利用DOE 晤談探究大學生電學方面的另有架構。 延伸查詢 |
| 2. | 李秀娟(2000)。概念改變教學情境下社會互動的情形。 延伸查詢 |
| 3. | 姜嘉瑤(2000)。不同學習風格的兒童在概念改變教學情境下的學習情形。 延伸查詢 |
| 4. | 洪瑞英(1998)。高中生的化學平衡概念之研究。 延伸查詢 |
| 5. | 教育部(1993)。國民小學課程標準。 延伸查詢 |
| 6. | 梁錦鋆譯(2000)。科學並未終結（What remains to be discovered）。 延伸查詢 |
| 7. | 郭重吉(2000a)。事例晤談與事件晤談。 延伸查詢 |
| 8. | 郭重吉(2000b)。從自然科學教學原理談九年一貫課程的教學策略。 延伸查詢 |
| 9. | 陳文典(2000)。國民中小學自然的教學與教材。 延伸查詢 |
| 10. | 陳啟明(1991)。發展紙筆測驗以評估高一學生對直流電路的迷失概念。 延伸查詢 |
| 11. | 陳衛平譯(1993)。科學的進步與問題。 延伸查詢 |
| 12. | 楊文金(1992)。在職國小教師對基本電路之概念研究。 延伸查詢 |
| 13. | 葉俊豪(1994)。利用定性與定量測驗來探究高二學生對直流電路的知識結構。 延伸查詢 |
| 14. | 廖怡雯(1999)。改進學生對電化學瞭解之研究。 延伸查詢 |
| 15. | 顏婉幸(2000)。國小中年級學生學校科學概念與日常生活聯結之研究。 延伸查詢 |
| 16. | Adams, A. D., & Griffard, P. B.(2001)。Analysis of alternative conceptions in physics and biology: similarities, differences, and implications for conceptual change。  |
| 17. | Akerson, V. L., Flick, L. B., & Lederman, N. G.(2000)。The influence of primary children’s ideas in science on teaching practice。 |
| 18. | Asami, N., King, J., & Monk, M.(2000)。Tuition and memory: mental models and cognitive processing in Japanese children’s work on d.c. electrical circuits。 |
| 19. | Bar, V., & Zinn, B.(1998)。Similar frameworks of action-at-a-distance: early scientists’ and pupils’ ideas。 |
| 20. | Beeth, M. E.(1997)。Teaching for conceptual change: using status as a meta-cognitive tool。 |
| 21. | Garnett, P. J., & Treagust, D. F.(1992a)。Conceptual difficulties experienced by senior high school students of electrochemistry: electric circuits and oxidation-reduction equations。 |
| 22. | Garnett, P. J., & Treagust, D. F.(1992b)。Conceptual difficulties experienced by senior high school students of electrochemistry (galvanic) and electrolytic cells。 |
| 23. | Gunstone, R.(2000)。Science teachers as researchers in Australia-some examples。 |
| 24. | Harrison, A. G., Grayson, D. J., & Triages, D. F.(1999)。Investigating a grade 11 student’s evolving conceptions of heat and temperature。 |
| 25. | Lee, K.-W. L.(1999)。Particulate Representation of a Chemical Reaction Mechanism。 |
| 26. | Levine, A. T.(2000)。Which way is up? Thomas S Kuhn’s analogy to conceptual development in childhood。 |
| 27. | McGonigal, J. A.(1999)。How learning to become a teacher-researcher prepared an educator to do science inquiry with elementary grade students。 |
| 28. | Mintzes, J. J., & Wandersee, J. H.(1998)。Research in science teaching and learning: a human constructivist view。 |
| 29. | Mintzes, J. J., Wandersee, J. H., & Novak, J. D.(1998)。Teaching science for understanding –a human constructivist view。 |
| 30. | Mintzes, J. J., Wandersee, J. H., & Novak, D. J.(2000)。Assessing science understanding –a human constructivist View。 |
| 31. | Mortimer, E. F.(1995)。Conceptual change or conceptual profile change?。 |
| 32. | Niaz, M.(2000)。Gases as idealized: a rational reconstruction of students’ understanding of the behavior of gases。 |
| 33. | Niaz, M.(2001)。How important are the laws of definite and multiple proportions in chemistry and teaching chemistry? – a history and philosophy of science perspective。 |
| 34. | Stavy, R., & Berkovitz, B.(2000)。Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature。 |
| 35. | Tobin, K.(1999)。Teachers as researchers and researchers as teachers。 |
| 36. | Treagust, D. F.(2000)。Diagnostic assessment of secondary students’ science knowledge。 |
| 37. | Treagust, D. F., Duit, R., & Fraser, B. J.(1996)。Improving teaching and learning in science and mathematics。 |
| 38. | Varelas, M., & Pineda, E.(1999)。Intermingling and Bumpiness: Exploring Meaning Making in the Discourse of a Science Classroom。 |
| 39. | Viard, J., & Francoise, K. - L.(2001)。The concept of electrical resistance: how Cassirer’s philosophy, and the early developments of electric circuit theory, allow a better understanding of students’ learning difficulties。 |